Seminar教学法在口腔正畸研究生教学中的应用
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摘要
目的:Seminar式教学法即研讨式教学法,结合中国口腔正畸研究生的教学特点将Seminar式教学法运用于研究生的临床教学中,提高研究生的综合素质。方法:文章选取佳木斯大学附属口腔医院2013级和2014级口腔正畸研究生共30名为研究对象,随机选取15名学生为实验组,采用Seminar式教学法教学,另外15名学生为对照组,采用传统教学法,为期12个月,以考试及调查问卷方式进行评估。结果:Seminar教学法与传统教学法的差异有统计学意义。结论:Seminar式教学法显著地提高了研究生自学能力、学习效率,并训练了学生表达能力以及解决问题的能力,提高了研究生的综合素质。
Objective: Seminar teaching method is discussion teaching method. According to the teaching characteristics of orthodontic graduate students in China, the Seminar teaching method is applied to the clinical teaching of graduate students to improve the comprehensive quality of graduate students. Methods: A total of 30 orthodontic graduate students are selected from the Stomatology Hospital of Jiamusi University in 2013 and 2014. Among the 30 students, 15 students are randomly selected as experimental group, which uses the Seminar teaching method. The other students are as the control group, which uses traditional teaching method. it is evaluated by examination and questionnaire for 12 months. Results: The difference between Seminar teaching method and traditional teaching method is statistically significant. Conclusion: Through the Seminar teaching method, the self-study ability of graduate students is improved significantly, and the students' ability to express and solve problems is trained, and the comprehensive quality of graduate students is improved.
Objective: Seminar teaching method is discussion teaching method. According to the teaching characteristics of orthodontic graduate students in China, the Seminar teaching method is applied to the clinical teaching of graduate students to improve the comprehensive quality of graduate students. Methods: A total of 30 orthodontic graduate students are selected from the Stomatology Hospital of Jiamusi University in 2013 and 2014. Among the 30 students, 15 students are randomly selected as experimental group, which uses the Seminar teaching method. The other students are as the control group, which uses traditional teaching method. it is evaluated by examination and questionnaire for 12 months. Results: The difference between Seminar teaching method and traditional teaching method is statistically significant. Conclusion: Through the Seminar teaching method, the self-study ability of graduate students is improved significantly, and the students' ability to express and solve problems is trained, and the comprehensive quality of graduate students is improved.
引文
[1]马启民.“seminar”教学范式的结构、功能、特征及其对中国大学文科教学的启示[J].比较教育研究,2003(153):20-23.
[2]张丹晔,崔雷.PBL教学模式的研究热点分析[J].医学教育探索,2010(8):1053-1057.
[3]沈文捷,朱强.Seminar教学法:研究生教学的新模式[J].学位与研究生教育,2002(22):43-47.
[4]马力鹏.试论研讨式教学的特色与意义[J].教育与现代化,1999(4):37-42.
[5]钟育南,王洁.实施研讨式教学方法培养大学生的创新能力[J].江西理工大学学报,2006(5):46-47.
[6]赵芳,刘国平.论研讨式教学法在高校教学中的重要意义[J].怀化学院学报,2007(2):153-154.
[2]张丹晔,崔雷.PBL教学模式的研究热点分析[J].医学教育探索,2010(8):1053-1057.
[3]沈文捷,朱强.Seminar教学法:研究生教学的新模式[J].学位与研究生教育,2002(22):43-47.
[4]马力鹏.试论研讨式教学的特色与意义[J].教育与现代化,1999(4):37-42.
[5]钟育南,王洁.实施研讨式教学方法培养大学生的创新能力[J].江西理工大学学报,2006(5):46-47.
[6]赵芳,刘国平.论研讨式教学法在高校教学中的重要意义[J].怀化学院学报,2007(2):153-154.